ඒߛઔߒႃע
รնԼᙀรԿཚʳ 2004 ڣ 9 ִʳ 123-143
ᗚө፞แᄂ፺౩፣Ͻޟଢ଼ंـ!
ࣥ ࠕ ⱍ ! ဢ ! ࡌ
۩೯ઔߒ៶طኔᔌृऱፖΔၞ۩ڶߓอऱૠΕᨠኘΕ֘ઊᖵ࿓אޏၞኔ ᔌΔࠀ܂वᢝऱഗ៕ΔլឰچᛀီᓵࡉኔᔌၴऱᣂএΖءઔߒ։࣫ፕᓰ࿓
ޏឈ֧Ꮖנԫै۩೯ઔߒऱᑷᑪΔ܀սᓰ࿓ኔᔌਢᓵऱขΔڂڼᓰ࿓
ኔᔌءߪऱᓤᠧ֗᠆༄ࢤՈԫ٦࠹࢙ࠩฃΖรԲຝ։ൕޅܒᖂृΕߓอ৸უࡉᓤ ᠧᓵऱᨠរᛀီᓰ࿓ᓵࡉኔᔌၴऱᣂএΖรԿຝ։ᎅࣔ۩೯ઔߒխऱᓰ࿓ኔ ᔌೈԱᓰ࿓ขࢨംᠲᇞެऱ۩೯؆Δޓขسᄅऱറᄐषᆢࡉᖂீ֮֏ऱ
ᄅΖรຝ։։࣫ඒஃڇ૿ኙᓤᠧڍᑌऱᓰ࿓ኔᔌழࢬᏁࠠໂऱवᢝΖ່৵Δء ઔߒ്ᓰ࿓۩೯ઔߒृᚨ܂ԫवᢝऱጠΔۖࠡࢬ։ࠆऱܛਢᓰ࿓ኔᔌऱ
ᓵ֏Δ۞աঅԫរޅܒऱ၏ᠦΔאޓၲខऱီມࠐᨠ۞աऱ۩೯ࡉवᢝڇ ᖞ᧯֮֏౧ՀऱრᆠΖ
ᜢᗖຒǺՉࣴزǵፐำՉࣴزǵፐำჴ፬
݅ٵ⪭Ǵ୯ҥᆵчৣጄᏢଣፐำᆶ௲Ꮲࣴز܌շ௲
ႝηແҹࣁǺphlin@tea.ntptc.edu.tw
ዺВයǺ2004 ԃ 3 Д 2 Вǹঅ҅ВයǺ2004 ԃ 7 Д 16 Вǹ௦ҔВයǺ2004 ԃ 8 Д 20 В
Bulletin of Educational Research
September, 2004, Vol. 50 No. 3 pp. 123-143
Theorizing Curriculum Practice in Action Research
Pei-Hsuan Lin A b s t r a c t
Some educational researchers applied a linear problem-solving process, rather than a recursive cyclical process when conducting action research. Curriculum action researchers pay much attention to the steps in conducting research and the products in curriculum. Little attention is paid towards the meaning and complexity of curriculum practice. This article asserts that the value of action research is internal to the practice.
The author first examines the relationship between curriculum theory and practice from the perspectives of critical theories, system thinking, and complexity theory. Then she contends that curriculum practice should be understood as a philosophy of life rather than the aggregation of simple technical skill domains. Third, she highlights various forms of knowledge action researchers need to engage in curriculum practice.
Finally, she urges action researchers to share their experience of theorizing cur- riculum practice with others.
Keywords: action research, curriculum action research, curriculum practice
Pei-Hsuan Lin, Assistant Professor, Graduate School of Curriculum & Instruction, National Taipei Teachers College
E-mail: phlin@tea.ntptc.edu.tw
Manuscript received: Mar. 2, 2004; Modified: July 16, 2004; Accepted: Aug. 20, 2004
ಥă݈! ֏
ፕऱᓰ࿓ޏ֧Ꮖנԫै۩೯ઔߒऱᑷᑪΔຍࠄᓰ࿓۩೯ઔߒڍᑇፌڂ࣍
ڣԫᓰ࿓࿇୶ऱᏁΔࢨൕᇞެඒᖂऱംᠲנ࿇ΰڕຫጘ壁Δ2002ΙᙩΔ 1999 αΔऴ൷ࡅᚨ۩೯ઔߒڇᇞެኔᔌംᠲڼԫছᠲΖ܀լױܡᎁچΔኙຍࠄ۩೯ ઔߒՈנԫࠄᔆጊऱᜢଃΔޅေຍࠄ۩೯ઔߒലྡྷរᆜֱ࣍ऄऱᚨشΔۖ
ॺኔᔌऱءᔆΖઔߒृലૠΕ۩೯ΕᨠኘΕࡉ֘ઊ܂۩೯ઔߒऱࠉូΔڇઔ ߒޡᨏՂྲᗣΔᣂ֨፦ႃչᏖᇷறΕڕ۶։࣫ࡉᇭᤩᇷறΔথݱಖԱ۩೯ઔߒ
ऱு֨Δԯਢᓰ࿓ᓵࡉኔᔌၴऱᣂএΖڂڼඒஃڇၞ۩ᓰ࿓۩೯ઔߒழΔ սڍڦ࣍ඒऱԫ՛ຝ։೯խΔৰ֟ەᐞࠩዌࡉ֮֏ኙଡԳࡉᓰ࿓ኔᔌऱრ ᆠΰࣥࠕⱍΔ2002aΔ2002bαΖ
ૉڃࠩ۩೯ઔߒऱᖵࠐ։࣫Δ۩೯ઔߒ່ڰਢભഏषᄎ֨ᖂ୮ Kurt
Lewin ࡉભഏٱچڜࠃ೭ࡡ John Collier ԳΔ៶ط۩೯ઔߒࠐೈጟගೣߠΔ
ޏልᄐኔᔌΔࠀ༼ᏆᖄऱاᐋڻΰࣥسႚΔ2000ΙLewin, 1988a, 1988b;
McKernan, 1996; Zeichner, 2002; Zeichner & Noffke, 2001 αΖ৵ࠐୂֺࠅՕᖂ
Horace Mann-Lincoln ኔ᧭ᖲዌऱຂԳ Stephen CoreyΔނ۩೯ઔߒ֧ၞඒߛՠ
܂Δהઌॾඒஃڕ࣠ൕࠃઔߒ༉౨נޓݙભऱඒᖂެࡳΔঁ۞ 1943 ڣದࡉᖂீ
ீ९ΕඒஃΕီᖄृิګԫଡՠ܂ቸၷΔીԺ࣍ᜍઔߒवᢝࡉඒඒᖂኔᔌऱ
၏Δൕࠃᖂீᓰ࿓ޏΰCorey, 1953α ΖCorey ኙ࣍۩೯ઔߒᖵ࿓ऱᇞΔࡉ Lewin ऱᨠរᣊۿΔ݁ፋྡྷ࣍ቸ᧯ࠀൎᓳᇞެംᠲऱ۩೯Ζྥۖהଚᨠរऱլٵڇ࣍
ऱᚵࡳፖ᧭ᢞΖLewin ᎁ۩೯ઔߒᚨᇠਢᝅඝڤऱΔۖᚨګवᢝسขऱ
ֱऄᓵΙ܀ᤉ Corey հ৵ऱಳᙟृথലֱऄᚨشऴᒵࢤऱംᠲᇞެᖵ࿓
ΰZeichner, 2002; Zeichner & Noffke, 2001αΖ
ല۩೯ઔߒᅝ܂ਢᒵࢤऱംᠲᇞެऱڼԫႚอΔڇኔᢞᆠऱᐙՀΔᛧ
ԱޓڶԺऱ֭Ζ۩೯ઔߒឈྥܘԺᜍᓵࡉኔᔌऱពᄮΔ܀ڇ૿ᜯઔߒՂऱ ᣤ᠃ࢤࡉᆖ᧭ࠟᣄऱംᠲழΔኔᢞᆠऱݾࢤΰtechnical rationalityα᜔ਢګ
ԫଡૹऱެࡳࠉᖕΖઔߒመ࿓խޡᨏऱᣤ᠃ࢤΔ࣠ऱױᖙ᜕ࢤΔྤݮխެ
ࡳԱवᢝࢨᓵऱᏝଖΰFriedman, 2002αΖψొጰઝᖂࢬขسऱᓵԯਢᚨشઝᖂ
شאᇞެسംᠲऱૹࠐᄭωΔڼԫԫऴ֭ထ۩೯ઔߒΖڂڼᖂृലհጠ
ψݾࢤऱ۩೯ઔߒω ΰtechnical action researchαΰຫ༡߶Δ1998Ιᓐ堚ضΔ2000Ι Carr & Kemmis, 1986; Grundy, 1982/1988 αΖ
ྥۖ۩೯ઔߒਢ۩೯࠷ٻऱઔߒ೯Δᣂ֨ऱਢֲൄسխԳଚऱ٥ٵᏁ
ΔᏁኔᔌृፖࢬڶऱઔߒመ࿓Δ༼נଡԳऱᣂ֨ࡉംᠲΔፖ೯ऱቤΔ ൕֲൄ೯խᛧਬጟ࿓৫ऱᇞ࣋Δګषᄎխԫଡ۞ຂٚऱଡ᧯Δڂڼ
ࠡᏝଖլਢࠐ۞ݾՂऱሎشΔࢨ؆ڇ࣠ऱܒࡳΔۖਢᓰ࿓ኔᔌءߪ֧נࠐ ऱრᆠΰPark, 2002: 81α ΖElliotΰ1991αᄕԺൎᓳ۩೯ઔߒࡉᖂઔߒլٵऱچֱΔ
༉ਢڇփڇ࣍ኔᔌऱᏝଖΰvalues internal to a practiceαࡉ؆ڇ࣍ኔᔌऱᏝଖʳ ΰvalues external to a practiceαऱ։Ζࢬᘯ؆ڇऱᏝଖਢא࣠।ࠐឰࡳࠡٽ
ऱچۯΔڕ࣠آሒࠩய࣠Δঁױאԫଡֱڤףא࠷זΙۖփڇ࣍ኔᔌऱᏝଖΔ ঞਢຑࠩԫଡࡳऱኔᔌխΔ،ᣂ֨Գڇፖᓰ࿓ኔᔌխऱسᏝଖΖהᎁ
ᓰ࿓ኔᔌڕլ౨ൕԳᣊسཕᐝࠐΔኔᔌঁᄎڂך؞ထٺጟᓢડ᧩֭ᠦΔլ ౨ܧᓰ࿓᠆༄ݙᖞऱ૿ᎎΰElliot, 1991: 139αΖ
ڂᣂ֨ᓰ࿓ऱޏၞΔ۩೯ઔߒ᜔ਢൕኔᔌऱᄗ࢚נ࿇ΰຫ༡߶Δ1998Ιጉ ᖠᥞΔ1995αΔڂڼء֮៶طᓰ࿓ኔᔌऱ᠆༄რොΔଳ࣫۩೯ઔߒ၌။ֱऄݾᚨ شऱऴᒵࢤ৸ەಮ؈Ζଈ٣൶ಘᓵࡉኔᔌऱᣂএΙࠡڻ։࣫ᓰ࿓ኔᔌऱࢤΙ รԿຝ։൶ڇᓰ࿓ኔᔌᓤᠧऱ૿ٻխࢬᏁࠠໂऱवᢝࢤᔆΙ່৵Δᎅࣔᓰ࿓۩
೯ઔߒΔڕ࣠܂ԫጟवᢝऱጠΔࠡࢬ։ࠆऱܛਢᓰ࿓ኔᔌऱᓵ֏Δᓵ
֏լਢཏሙऱຏঞΔۖਢԫଡسګऱᓵΔၲ࣋ፖԳյ೯ΔᏺၞᇞΔޓױ אᛀᢞਝࡳऱᓰ࿓वᢝΖ
෮ăኝநኢ၁ኹ۞ᙯܼ
ᓵࡉኔᔌऱᣂএΔ९Նאࠐঁਢ۩೯ઔߒᣂ֨ऱு֨ംᠲΖൕݾࢤऱ
ᨠរΔᓵਢಳޣటխࢬ৬مנࠐऱড়ᨠຏঞΔۖኔᔌঞਢԳऱऴᤚኪ৫سګ
ऱขΔڂڼࠟृऱពᄮਢؘྥژڇऱွΰFriedman, 2002: 160αΙԱᝩ܍Գ
ऱᨠړ༞֗ೣߠΔאᓵ֧ᖄኔᔌਢޏၞඒߛऱڶயຜஉΖאڼمࠐ։࣫Δ
ڕ࣠۩೯ઔߒ౨ࠉᅃԫࡳऱ࿓ݧګפچၞ۩ழΔኙඒߛࢨᓰ࿓ऱवᢝՈᄎ֘ਠ۞
ྥઝᖂऱড়ᨠរΖۖᓰ࿓ᓵࡉኔᔌऱᣂএऱഗءΚรԫΔ۩೯ઔߒ
ᨃᓵޓኔᎾױ۩ΔאޏၞኔᔌΔڂڼലᓰ࿓ኔᔌီᓰ࿓ᓵऱขΙࠡڻΔ
ԱሒࠩޏၞኔᔌऱؾऱΔֲൄऱवᢝؘႊ܂ᓵࢤऱ։࣫Δۖഗءऱՠ܂ঁਢ ലޏၞრߠ᠏ګᄅऱኔᔌ۩೯ΰAltrichter & Gstettner, 1997: 60αΖ
ྥۖΔড়ᨠࢤլԫࡳਢז।ࠃኔΰPark, 2002αΔEisnerΰ1982: 39αՈᎁव ᢝڶழؘႊຘመऴ൷൷ᤛࢨᆖطუቝթᄎขسრᆠΔۖΔ،ਢ।ᐛխऱԫ ጟݮڤۖբΔլ౨ො።ࢬڶբवࡉᆖ᧭ऱటኔΖڂڼΔشࡳऱवᢝࠐᛵᇞ
ွΔڶழ֘ۖᄎڂࡐထ࣍ඒߛऱ࣠ۖށڴԱటኔऱွΔޓૻࠫԳءڶ ऱᇞ֗ኔᔌ౨ԺΖ२ڣࠐΔൕݾ۩೯ઔߒࠐᇭᤩᓰ࿓ኔᔌऱრᆠΔޓ࠹ࠩޅ ܒ۩೯ઔߒΕߓอ৸ەΰsystems thinkingαΕࡉᓤᠧᓵΰcomplexity theoryαᖂृ
ऱᔆጊΰReason & Bradbury, 2002: 4αΖޅေृᎁᎁᢝᓰ࿓ኔᔌऱءᔆΔؘႊ
܂ԫᎁᢝᓵऱ᠏ٻΰan epistemological turnαΔא࠷זݾࢤऱᨠរΖ
ޅܒ۩೯ઔߒऱଠᖄृ Kemmisΰ2002αא J. Habermas ऱᨠរᎅࣔ۩೯ઔߒ ਢཛٻᇞ࣋ऱޅܒ۩೯Δהᎅࣔᓰ࿓ኔᔌࢬڇऱᖂீᛩቼഗءՂਢطߓอ ΰsystemαࡉسΰlifeworldαࢬዌګΖ܀ޅܒᖂृൎᓳऱΔਢൕس
ऱᨠរΔࠐᛵᇞኔᔌڇ֮֏ࡉଡԳᎁٵՂࢬขسऱ೯ኪტΔ്ڇᓰ࿓ኔᔌխ༈
ޣอԫড়ᨠवᢝऱլױ౨ΖڂڼΔᓰ࿓۩೯ઔߒऱᝅඝᖵ࿓խΔࢬڶፖृڼ
ၴਢψኙᇩωऱΙᓰ࿓ኔᔌࡉኔᔌၴਢطߢݮڤΕ೯ݮڤΕࡉषᄎᣂএݮڤ ࢬݮګऱᓵࡉኙᇩመ࿓ΰKemmis, 2002; Kemmis & McTaggart, 1988; Kemmis &
Wilkinson, 1998 αΖ
؆ԫࠄ۩೯ઔߒᖂृΔঞൕߓอऱߡ৫Δאߓอ৸ەᨠរᇢቹ၌။֏પ
ᆠΰreductionismαࠐᇭᤩᓰ࿓ኔᔌऱრᆠΖڰཚ Lewin ڇൕࠃઔߒழΔהऱᖂس A. Bevalas ΕR. Lippitt ࡉ E. Trist Գঁല Lewin ऱუऄش࣍षᄎࣚ೭֗ิ៣ޏ᧢
ࡉᏆᖄխΖࠏڕΔTrist ല Lewin ቸ᧯೯Ժᖂऱუऄٽה۞աᚨش֨ᖂऱહན ދԵ Tavistock ᖲዌΰTavistock InstituteαΔൕࠃ֨ए᛭ՠ܂Δהቔᚐהऱ֨ఐ
൛টཊ૿ኙ۞աऱംᠲۖॺಲᝩംᠲΖۖהڇᇠᖲዌऱรԲଡઔߒԯਢൕࠃՠ
ऱᨠኘΔה࿇ૠԫଡڍցݾ؏ࡉ۞ݺ֧ᖄऱ᧯ߓΔለႚอᖲඳڤچࠉᘸ؆ڇ
ऱᏆᖄޓڶܗ࣍ՠऱขנΖൕิ៣ߓอࠐ࿇Δڇ Robert Louis Flood ऱܘԺ ՀΔ༴ᢄנߓอ৸ەᓵΰFlood, 2002; Pasmore, 2002αΖ
ߓอ৸ەᒴ۞࣍ኙ֏પᆠऱޅေΔ֘ኙઔߒृലኙွऱᛵᇞطڂ࣠ᣂএ
։ԫଡଡ՛ऱຝ։ΖFloodΰ2002αലڼጟߓอش࣍षᄎิ៣౧խΔڕᖂீΔ ጠਫࢤߓอ৸ەΰsoft systems thinkingα Δࠡխ֨ᨠរᎁऱژڇਢߓอऱΔ ᖞ᧯ਢՕ࣍ຝ։ऱ᜔ٽΖۖࠡࢤঞڇ࣍،ऱၲ࣋Εڃ墅Εࡉ೯ኪࢤΖڂ،ਢ
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৸ەૹီڃ墅Δߓอ৸ەխऱڃ墅լਢ۞೯ᓳᆏሁஉऱڃ墅ΰbalancing loops
feedback αΰڕԳ᧯ᤚᑷழΔߪ᧯ऱ൳ࠫᖲ౨۞೯ඈۀཋᑷαΔۖਢൎ֏ሁஉڃ
墅ΰamplifying loops feedbackαΔ֧ࠠᖄګ९ऱפ౨Δڼጟڃ墅Δױشאᔆጊژ ߓอխऱᏝଖΕ֗ᑨڇֱ࣍ऄࡉݾՂऱរΖᓰ࿓ᓵፖኔᔌၴګԱլឰ ઌյڃ墅ऱ೯ኪၲ࣋ߓอᣂএΔא֧ᖄᓰ࿓լឰچګ९Ζ
Ղ૪ऱᨠរΔլᓵਢޅܒᓵࢨਢߓอ৸ەᓵΔഗءՂലᓵࢨኔᔌऱᣂ এΔီॺڼܛΰeither-orαऱጹ്ኙمΔݦඨ៶طኙᇩࢨڃ墅ࠐൎ֏ڼऱᣂ এΖۖᓤᠧᓵঞᇢቹאଫ୲ࠀ፝ΰboth-andαऱᨠរ࠷זॺڼܛऱᨠរΔࣹრ ᓰ࿓ኔᔌࡉᓵऱ٥ژࢤΖEikelandΰ2002: 149αঁᎁኔᔌլਢᗑم࣍ᓵհ؆
ऱ᧢ຏֱڤΔۖਢፖᓵ൶ߒٵழژڇऱࣟ۫ΖDollΰ1998αՈൕᓤᠧᓵऱم
נ࿇Δא John Dewey ֱऄᓵऱ്Δ༈ބᓰ࿓խᐋऱ൳ࠫᄗ࢚Δᎅࣔᓰ࿓ኔ ᔌ۞խધאࠐঁ࠹ࠩऴᒵ৸უऱ֭Δᓰ࿓ֱऄൎࠫංඒஃଚΔڂۖ࠷
זԱהଚᆖ۞աཕᐝᨠኘ৵ऱ।ሒֱڤΔה֘ኙຍጟࢬڶԳऱ֨ཕઌٵऱᖲ ඳڤอԫΖ
Doll ᎁΔឈྥֱऄءߪױאګ೯ऱԫጟਐᖄ఼ݧΔ܀լױ࢙ฃຍጟ఼
ݧਢ೯ኪऱΕ᧢೯ऱΙ່৵Δ఼ݧਢ۞ݺขسΕ۞ݺิ៣ऱΔጠհψ۞طऱ఼
ݧωΰorder for freeαΔڂຍଡ఼ݧլਢ؆ףΔۖਢڇߓอءߪၞ۩յ೯ऱࡳൣ
उՀ௬ऱΖڂڼΔהՈ༼נᓰ࿓ᚨٵழژڶ᠆༄ࢤΕڃូࢤΕᣂᜤࢤࡉᣤ᠃ࢤ
ऱ R ࢤΰrichnessΕrecursionΕrelationΕrigorαΖࢬᘯ᠆༄ࢤਢਐᓰ࿓৫Ε
ᓰ࿓რᆠऱᐋڻ֗ᓰ࿓ऱڍጟױ౨ࢤፖᇭᤩΖࢬᘯڃូࢤਢԫጟ֘ઊऱመ࿓Δ៶
طኙᇩΔᨃᖂسΕඒஃΕ֮ءԿृᥛլឰյ೯Δൕ៱ᄗ࢚Ղᖿ࿇נᄅऱუऄΖ
ᣂᜤࢤൎᓳ࿇سڇመ࿓հխऱᣂᜤࢤΔڕᖂઝءߪᄗ࢚ऱᜤᢀΔא֗ᖂઝၴऱᜤ ᢀΖۖᣤ᠃ࢤԯਢࣄᣤ᠃ऱኪ৫Δኙٚ۶ऱױ౨ࢤፖൕࠃגาऱ൶ߒΖۖ
ᓰ࿓۩೯ઔߒऱᓵࡉኔᔌᣂএΔঁਢڇࡳࡉᐘࢤၴլឰ௬ऱ఼ݧࡉ᠆༄ࢤΖ ጵՂࢬ૪ΔൕݾࢤऱᨠរΔᓰ࿓ᓵࡉኔᔌၴאছृରᕏ࣍৵ृΰA over B αऱᣂএࠐᎅࣔΙۖޅܒᓵࡉߓอ৸ە։ܑൕᓰ࿓ኔᔌխऱسࡉߓอ
נ࿇រΔലରᕏऱᣂএאኙᣂএࠐ࠷זΰeither A or BαΔᇢቹᚦᇖᓵݮګ ऱֱऄᗑឰࡉᓰ࿓࣠ऱլݙᖞΔۖࠟृऱኙمࢤঞਢຘመኙᇩΕڃ墅৬مࠡኙ
چۯΖۖᓤᠧᓵঞਢආ࠷ଫ୲ࠀ፝ΰboth A and Bαऱ٥ژمࠐᎅࣔᓵࡉ ኔᔌऱլױ։ࢤΖᕣጥຍࠄޅေृٺڶ്Δྥۖຟݦඨ౨ڇᛵᇞᓵࡉኔᔌऱ ᣂএழΔ܂ԫᎁᢝᓵऱ᠏ٻΔլ٦ਢᚨشՂऱֱऄࡉݾംᠲۖբΔٵழ
ᤛ֗ڕ۶ࡳۯवᢝࢤࡉԳڇᓰ࿓ኔᔌխࢬژڇऱᏝଖΰBorda, 2002αΖ
ણăኝ၁ኹ۞ّኳ
ᓰ࿓ኔᔌڇԫଡᓤᠧऱԳࡉषᣂএ᧯ߓᅝխΔژڇထٺጟড়ᨠයٙࡉᨠ ڂైΰRosas, 1997: 220αΖڕൕψԳ—षᄎωΕψᨠ—ড়ᨠωࠟ૿ٻࠐ։࣫Δመװ ኙኔᔌऱᇭᤩױא։ଡᨠរΰKemmis & Wilkinosn, 1998αΚรԫਢൕড়ᨠΕ ଡԳऱᨠរΔᎁኔᔌਢଡԳ।Εࠃٙࡉய࣠ΖรԲൕড়ᨠΕषᄎऱᨠរΔᎁ
ኔᔌਢطޓᐖऱषᄎࡉढᔆයٙࡉյ೯ࢬ৬ዌנऱΔڕᏚڤΖรԿൕኔᔌृء ߪᨠऱΕᎁኔᔌਢطփڇऱᨠរΔطრٻΕრᆠΕࡉᏝଖࢬ৬ዌऱΖรൕ षᄎ۩೯ࢨႚอΔൕ᧯ऱᨠរףאᇭᤩΔڕषᄎऱሐᐚܒᄷΖ
ݾࢤृΔৰ୲࣐ല۩೯ઔߒऱࣹრԺᆜ࣍ψড়ᨠωऱᐋ૿Δڂڼኔᔌ
ৰ۞ྥچီٵ࣍ଡԳऱ۩ΰbehaviorsαࢨ٥ຏऱषᄎ۩Δਢױאᖙݫ
ऱΙۖᓰ࿓ኔᔌՈီਢױאऴᒵࢨޏ᧢ऱ۩ΰReason & Bradbury, 2002: 4αΖ
ኙڼൕݾՂऱ۩ᨠរࠐᇭᤩᓰ࿓ኔᔌऱᄗ࢚Δ1986 ڣڇᖾՕܓࠅམ֧ದཏሙ
ऱಘᓵΔ֠א Deakin ᖂঁ്۩೯ઔߒᚨီسֱڤΔൕԫޓᐖऱᨠរ
ᛵᇞ۩೯ઔߒխऱኔᔌࢤᔆΰGrundy, 1997α Ζഗ࣍ڼΔKemmis ࡉ Wilkinosnΰ1998α
ൕᖵऱ૿ٻխΔᙟထழၴۖࠐऱ֘ઊࡉ᠏֏ऱᨠរΔەᐞছ૪ጟᨠរΔ༼נ
รնଡᨠរΔܑൎᓳኔᔌऱޏࡉ᧢ΔലছृऱᨠរᘜԵԫଡᖵࡉषᄎ ऱޓᐖऱਮዌխΔᎅࣔԳࡉ۩೯ࠀլਢڶრٻࡉᛩቼࢬݮګΔۖԳଚՈݮګრ ٻࡉᛩቼངߢհΔԳଚਢطຍଡऱ۩೯ࢬݮګΔԳଚՈݮګ۩೯ࡉᖵΖ ڂڼΔԳଚਢڇፖषᄎऱመ࿓խΔၞ۩ޏ᧢᠏֏Δ៶ط܌ࣚށڴऱೣߠΕլؓ
ᘝࡉᓢડࠐޏၞᓰ࿓ኔᔌऱΖຍնଡᨠរΔױא। 1 ១ࠐ।قΖ ے 1 ! ૃ˚ϣណᔈཛᚗဂቺڟ๎༎
ഐᔈ!
̺! ʡڟ! ڥڟ!
֍ڱ࢙ࢍĈ!
ʡ—ڥᘰ۽ൖڟ
̆߸ဇབྷណᔈ!
݊ណڟ!
(1)ኔᔌਢଡԳऱ۩೯Δ ڕ।Εࠃٙࡉய࣠
(2)ኔᔌਢषᄎյ೯Δ
ڶዌऱߓอΔڕᏚ ڤ
̺ណڟ! (3)ኔᔌطრᆠΕᏝଖࢬ ݮګऱڶრٻऱ۩೯
(4)ኔᔌطਢኙᇩࢬݮႿ ऱषᄎࢤዌ
֍ڱ࢙ࢍĈ!
̺—݊ណᘰ۽
ൖڟ̆߸ဇ བྷណᔈ!
(5)ኔᔌਢषᄎࡉᖵ৬
ዌऱΔطԳࡉषᄎյ ઌૹᄅݮႿ
ၗٰྍǺKemmis & WilkinsonȐ1998: 28ȑ
ഏᖂृ Elliotΰ1991: 139αՈᎁᓰ࿓ኔᔌץܶԱᏝଖࡉᦞԺऱᣂএΔլ౨
֏પᖙ܂ࢤऱ۩Δڂڼᓰ࿓ኔᔌᚨီ೯ڶრٻऱ۩।Δਢڇᓤᠧ ऱΕ۟ਢᏝଖᓢડխΔլឰچၞ۩ܒឰࢬݮګऱسୃᖂΖ
ʙăുဂቺސʙ̺ڟăФ๎ϩă֎ᅋࢄዲϩڟїߏے ୪!
ᓰ࿓ኔᔌژڇ࣍ࡳൣቼࡉࡳऱழၴᒤփΰSanders & McCutcheon,
1984/1988: 177 αΔඒஃऱ۩ᙟထழ़ڂైऱٌᙑΔᑨ៲ထٺጟױ౨ࢤΔ۩೯ছ
ऱެࡳਢەၦٺጟයٙ৵ࢬ܂ऱშ৸ΕᢞΕေᦸࡉܒឰΖڂڼᓰ࿓ኔᔌլਢ
؆ڇ࣍ଡԳ܂ᄐݮڤऱ۩ۖբΔۖਢךየထܒឰࡉრٻࢤΔٵழՈڇެࡳऱრ
ٻመ࿓խΔݮګრᆠტΔၞۖެࡳދԵऱழၴࡉ壄ԺΔݮګፖऱઌյᣂএ ΰEikeland, 2002αΖ
ʠăുဂቺސϵቒᖕ˛ᚈᎺڟݚγ!
ᓰ࿓ኔᔌխژڇထٺጟڂైΔڕԳᎾၴऱᣂএΕᖂृऱࢤᔆΕᖂீխऱ
ᒤΕඒஃଡԳऱԳΕᖂீऱਙΔא֗؆ڇ࣍ᖂீऱൣቼΔՈڂኔᔌؘႊ
ڇຍࠄᙑጵᓤᠧऱڂైխ܂ࠠቝܧΔڂڼլ٦ਢळؾڶტᤚऱ೯܂۩೯Δຘ መլٵऱಱࢨ֘ᚨΔ।ሒנඒஃଡԳऱუऄΔޓᄎ៶ڼ܂۞ݺრᢝऱᤚᙌࡉ۞
ݺ։࣫Δݮګ֘ઊመ࿓ΰࣥسႚΔ2000ΙSanders & McCutcheon, 1984/1988αΖۖ
ᓰ࿓ኔᔌխऱᤚᙌΔਢֱऄऱᤚᙌΔՈਢषᄎऱᤚᙌΖֱऄऱᤚᙌڇ৸ەംᠲऱ ࢤᔆΔᇷᄭऱױ౨ࠐᄭΔֱऄહ৵ױ౨ᑨ៲ऱࡉٺጟᚌរΙۖषᄎᤚᙌ ঞڇআၞ৸ەΔ൶࣫ፖԳհၴژڇऱᦞԺᣂএΔࠀᇭᤩࡉᤚवڇᖂீ֮֏౧
Հऱࢬขسऱյ೯რᆠΰFlood, 2002αΖ
ʭăുဂቺސϵቒᖕڟă˚ᗧסڟַᅋࢄቐࠏ˛їЁڟ Ҁᔞ!
Eikeland ΰ2002αAristotle ऱᨠរΔ։࣫ኔᔌٵழץܶԱኔᔌवᢝΰpractical
knowledge Ιጠ phronesisαࡉᇣࢤवᢝΰpoetical knowledgeΙጠ tekhneαΔլ ᓵਢ phronesis ࢨਢ rekhneΔຟլਢवሐڕ۶װΔٵழՈवሐ۶װΖڂ ڼΔڕ࣠Գଚࠠڶኔᔌᆖ᧭Δথլ౨ᇞᤩԱչᏖ֗۶װழΔኔᔌრᆠঁ
ኦ᧩լנࠐԱΖޓၞԫޡچᎅΔೈԱवሐ۶א֗ڕ۶۩೯սྥլജݙໂΔڂኔᔌ ࢬਐጠऱΔڶࠡޓૹऱრᆠၞ۩ψړऱܒឰωΔᓰ࿓ኔᔌࢬᣂ֨ऱΔլႛڇ
ࡳऱࠃΔۖਢڕ۶ޓړΖ
ͲăുဂቺސጌڟΡ߀ࢱደ!
ኔᔌਢڇԫଡړऱܒឰΔवሐչᏖਢړऱΔٵழՈኘᤚᓰ࿓ኔᔌխ܂
۩೯᧯ऱᏝଖࢬڇΔګԫଡړऱԳΔڼܛኔᔌୃᖂΰpractical philosophyα
ΰEikeland, 2002α Ζຍጟسୃᖂऱᖞ᧯ࢤਢ৬مڇ۞طΕؓऱഗ៕Ղΰຫ༡߶Δ
1998 Κ21αΔઌॾޢଡኔᔌऱመ࿓Δຟਢڇ।ሒኙᓰ࿓ΕኙᖂسΕኙᖂீऱᣂ֨Δ լ٦ല۞աီᜎயխऱԫଡՠࠠΔ܂೯چ֘ݼࢨਢྤԺऱඅ֬Ζڼጟسୃ
ᖂਢຘመፖΔขس۞ݺᏝଖტΔཾՍ࣍षᆢխΔࠌ۞աګࢬᎁᢝऱऱԫ ຝ։Ιۖլਢీمڇհ؆Δᨃ۞ա᧢ޓףࡰمΖᓰ࿓ኔᔌڂڼൕᖄٻ࣠
ขسإᆠΕটΕᇨኔچ૿ኙسᛩቼΰElliot, 1991: 141αΖ
១ߢհΔ۩೯ઔߒխऱᓰ࿓ኔᔌਢଡԳࡉषᄎΕᨠࡉড়ᨠၴٌ៣ݮګऱᣂ এΔ،ਢൕრٻխլឰچၞ۩֘ઊΕኙᇩ։࣫ขسᄅऱီມΕᄅऱᤚᙌΔ۞ա ऱᓰ࿓റᄐ৬مנࠐऱسୃᖂΖڂڼΔᓰ࿓ኔᔌೈԱᓰ࿓ขࢨംᠲᇞެऱ۩
೯؆ΔޓലᄅऱൣቼຑࠩژऱයٙխΔขسᄅऱറᄐषᆢࡉᖂீ֮֏ऱ
ᄅΖ
དྷăኝ၁ኹ۞ۢᙊ
ᓰ࿓ኔᔌਢطଡԳࡉषᄎऱسጹയຑࢬዌᗰऱΔছ૪ԫ٦ൎᓳΔೈԱ
ࡳऱඒஃଡԳ۩؆ΔࡸץܶԱڍᓤᠧ૿ٻΔࠏڕΔRosasΰ1997α༼נଡԳΕ ᖲዌΕԳᎾΕषᄎΕඒᖂΕᏝଖքଡ૿ٻࠐᎅࣔᓰ࿓ኔᔌऱᓤᠧࢤΖଡԳᐋ૿ᣂ
֨ऱਢଡԳऱᖵΔ᧩࣐ۖߠऱᆖ᧭ࡉݾ؏Ζᖲዌᐋ૿ەၦԱᖂீऱዌΕԳ ࠃΕ۩ࠃڜඈΖԳᎾᐋ૿ڇᛵᇞඒஃࡉᖂீࠡהګΕᖂسΕ୮९հၴऱᣂএΖ षᄎᐋ૿ڇ൶ಘᖂீհ؆ޓՕऱषᄎ़ၴΔڕᖞ᧯ඒߛߓอΕषᄎΕᆖᛎΕ֮֏
ऱᐙΖඒᖂᐋ૿ঞਢඒஃڇඒխࢬൕࠃऱ೯ࡉՠ܂ऱڜඈ֗೯ࢤᔆΖۖ
Ꮭଖᐋ૿ਐऱਢփڇ࣍ඒஃऱॾ࢚ΕᏝଖΕࡉუऄΖ
ઌٵऱΔKemmis ࡉ Wilkinsonΰ1998: 94αܑൎᓳ۩೯ઔߒխΔᓰ࿓ኔ ᔌऱᤜᠲழᚨᛵᇞऱૹ૿ٻץਔΚ
1. ؘႊઌᅝ堚ᄑݺଚڇإڇչᏖѧѧ౨ኙؾছൕࠃऱࠃൣףא༴૪Ι౨ ജᛵᇞࢬ༴૪ࢬࠉᖕऱᓵΙՈؘႊवሐ۶אؾছࢬऱࠃ৬مڇຍࠄᓵՂΖ
2. ؘႊᛵᇞ۞աऱᏝଖΔ۶אݺଚऱᏝଖཛٻࡳऱ೯Ζ
3. ؘႊवሐՠ܂ൣቼࢬڇऱޓՕऱᖂீࡉषᄎ౧ΔଡԳΕषᄎΕ֮֏ڕ۶
ݮګ֗٦ݮႿΖ
4. ؘႊᛵᇞᖂீऱᖵѧѧᖂீڼԫᖲዌڕ۶ڇᖵխݮႿΔլႛवሐᖂ
ீփޏ᧢ԱչᏖΔՈवሐޏऱመ࿓ࡉૻࠫΖ
5. ኙ۞աᖵऱᛵᇞѧѧᛵᇞଡԳऱඒߛΔݺଚࢬݮګऱඒߛᨠΔא֗ଡ Գՠ܂ऱֱڤΔאٽࢬڇऱඒߛࢨषᄎխऱ֮֏ൣቼΖ
ངߢհΔᓰ࿓ኔᔌೈԱ۞ߪऱ۩೯؆Δޓ࣋ԵԫଡޓՕऱቹቝՀ৸ە
ኙኔᔌՠ܂ࡉױ౨ऱՠ܂ΔኙԱչᏖࡉᚨᇠչᏖΔڶԫଡޓΕޓᐖऱ۞ݺ ޅܒᨠរΖڼՈਢ۶א Parkΰ2002: 81αᎅࣔ۩೯ઔߒऱԿଡפ౨ڇΚ(1)ൕ ڂ࣠ࡉრᆠऱᛵᇞխ൶ಘࢬᇞެऱംᠲࢤᔆΙ(2)౨ԫದՠ܂ݮګषᆢۯΙ(3) ౨֧࿇۩೯Ժא༼ࣙሐᐚࡉਙएᤚᙌΖࢨृਢ Deakin ᖂԫ٦ൎᓳऱ۩೯ઔߒڇ ޏၞԳऱኔᔌΕԳኙኔᔌᇞΕࡉኔᔌࢬڇऱൣቼΰຫ༡߶Δ1998Ιᓐ堚ضΔ2000Ι Kemmis & McTaggart, 1988 αΖ
طڼ։࣫Δඒஃፖᓰ࿓ኔᔌऱٵழΔؘႊࠠໂլٵऱवᢝ᧯ߓࠐڂᚨᓤᠧ ڍ᧢ऱড়ᨠᛩቼΖStenhouse ്ᓰ࿓ኔᔌ֗ઔߒࢬمऱवᢝጠඒஃറᄐܒ ឰΰMcKernan, 1996; Norris, 1990; Stenhouse, 1975αΔຍࠄറᄐܒឰऱवᢝԾױ
։ऴᤚऱΰintuitiveα Ε৸ᐞऱΰconsideredα Εࡉ壄ऱΰrefinedαΰHopkins, 1992α Ζ ऴᤚऱܒឰਢඒஃֲൄ೯ऱԫຝ։Δ܂ᅮᖄ֗ေᦸ۞աࡉᖂسऱ۩ΖՕڍ ழଢΔඒஃࠉᘸऴᤚܒឰࠐᖂீՠ܂ᄐ೭ΖᅝඒஃኙଡԳऱऴᤚܒឰڶॾ
֨ࢨਢլ౨ᚨבਬࠄૹऱംᠲழΔඒஃؘႊ৸ᐞऱܒឰΔආ࠷۩೯ࠐᛀီऴ ᤚܒឰΖ৸ᐞܒឰऱขسਢᆖطޓၞԫޡऱ൶ߒۖࠐऱΖHopkinsΰ1992αᎁ
ࠌشऴᤚ֗৸ᐞऱܒឰਢඒஃֲൄऱ೯Δྥۖᓰ࿓ᄅխࢬ֧נऱኔᔌംᠲΔ ຏൄඒஃլᑵ൜ऱൣቼΔຍழଢᝩ܍റᄐܒឰױ౨ڶऱೣᏅΔ壄ऱܒឰګ
ૹऱवᢝΔࢬᘯ壄ऱܒឰਢ៶طլٵߡ৫ࡉᨠរࠐᑢ堚ࡉە᧭ڶऱᏝଖ
᧯ߓΔאޓᐈᐖऱኪ৫ኙᓰ࿓ംᠲขسޓᄅऱᢝߠΖ
Park ΰ2002: 81αޓࣔᒔچਐנΔԱየߩ۩೯ઔߒऱլٵפ౨Δ۩೯ઔߒխ ऱᓰ࿓ኔᔌՈᏁլٵऱवᢝΔה༼נ।ᐛवᢝΕᣂএवᢝΕ֘ઊवᢝԿᣊীव ᢝאᓰ࿓ኔᔌխऱംᠲࢨᤜᠲΖ।ᐛࢤवᢝᣂ֨ᓰ࿓ऱࢤᔆࡉขΔԾױ
։פ౨ࢤ֗ᇭᤩࢤऱवᢝΙᣂএवᢝڇᓰ࿓ኔᔌऱԳᎾյ೯Ι֘ઊव
ᢝঞਢରᕏ࣍ᓰ࿓ംᠲ।૿ࢬ܂ऱშ৸ΖאՀ։ܑᎅࣔຍࠄवᢝऱࢤᔆΚ
1. פ౨ࢤवᢝΰfunctional knowledgeαΖפ౨ࢤवᢝץܶ༴ᐊԫٙࠃΕԫଡԳΕ ԫଡࠃٙऱᆖ᧭Ζᓰ࿓ኔᔌխࢬᏁऱפ౨ࢤवᢝױאᓰ࿓ऱױ౨৵࣠܂ቃྒྷΔ ཚඨ֧ᖄ۟ԫױ౨ࢨቃߠऱ࣠Ζ
2. ᇭᤩࢤवᢝΰinterpretive knowledgeαΖڼवᢝԯਐኙ֮ءΕԳΕࠃٙΕࡉൣ
ቼऱᇞΔवᢝխբץܶԱଡԳહནΕრٻΕൣტڂైΔڂڼ،լਢ։࣫ऱΕ ១֏ऱΔۖᄎലᗑمׂឰऱᓰ࿓ᇷறႪᖞګԫଡᖞ᧯ࢨীኪΔ܂ԫଡጵٽऱΕอ ᖞऱᓰ࿓ᇞΖ
3. ᣂএवᢝΰrelational knowledgeαΖᅝᇭᤩࢤऱवᢝᚨشࠩԳऱൣቼΔൕᎁ वࢨൣრՂٵچᎁᢝࠡהऱԳܛዌګᣂএवᢝΖຍጟवᢝ࣍۩೯ઔߒխڇൎ֏
षᆢފዝऱߡۥΔ،ࢬ।ሒऱवᢝՈٽԱषᄎسխሐᐚࡉ।რऱᐋ૿Δڂڼ ᓰ࿓ኔᔌխऱਢԳᎾյ೯ࢬژڇऱტൣΕᏝଖΕא֗ኙᇩऱֱڤΖ
4. ֘ઊवᢝΰreflective knowledgeαΖ֘ઊवᢝऱխ֨ᨠរᎁΔڶრᆠऱԳ ᣊवᢝլڇᛵᇞՈڇޏ᧢Δ،ਢᖄٻ۩೯ऱΖ֘ઊवᢝխऱଡԳਢ۞
ऱ౨೯ृΔᄎڇઌյᣂএխኙ۞աऱ۩ຂΖ֘ઊঁ៶طԫࠄؿએऱኘᤚΕ षᄎཚඨխऱߡۥงᠦΕലଡԳᣂ֨ऱᓰ࿓ᤜᠲຑࠩࠡהषᄎᤜᠲխΔ܂ԫ ጟᇞ࣋ऱመ࿓Δאᛵᇞ٣ছऱΔਢڕ۶ૻࠫݺଚᨠ۞աΰMezirow, 1988:
145 αΖ֘ઊवᢝࢤᣊۿ࣍ԫࢬᎅऱ৵ᖂΰmeta-learningαΔࠌඒஃޓࠠኘᤚ ࢤΕޓࠠඕᔲ৫Δאᛵᇞ٣ছऱΕ֭ঞΕߡۥࡉषᄎཚඨऱ֮֏Δ
܂ԫޅܒऱᤚᙌΰWebb, 1996αΔૹᄅ৬ዌԫଡො።ޓڍᆖ᧭ऱᄅᇞΰMezirow, 1988: 145 αΖ
ߢհΔפ౨ࢤवᢝ༼ࠎ൳ࠫᓰ࿓ࢬᏁࠠໂऱ౨ԺΙᇭᤩࢤवᢝਢᇞᓰ࿓
ᖞ᧯ࢤࢬլױࢨऱΙᣂএवᢝᨃԳլᤚࡰمۖګᓰ࿓षᆢհԫຝ։Ι֘ઊ वᢝࠌඒஃ၌။ࡳംᠲऱክࢤवᤚΔᛀီᓰ࿓ࢬڇऱᖂீ֗षᄎᛩቼΔ
ղᏝଖᑑᄷ֗۞ॾ֨ދԵޏ᧢೯ΖຍጟवᢝڂڼګԱᓰ࿓ኔᔌխᓵመ࿓ऱ ഗ៕Δਢᆖطլឰᒒףא৬ዌऱΔࠌ۩೯ઔߒխऱᓰ࿓ኔᔌլ٦ওૻ࣍Ꮬ֏
ऱᓰ।խΔۖ౨ޓڶߓอچট࣍ડధΕൕࠃޏ᧢ΰGitlin & Hadden, 1997; Sach, 2000;
Schuyler & Sitterley, 1995 αΖ
Ёăኝ၁ኹநኢ̼
۩೯ઔߒऱ࿇୶۞ભഏ Lewin ದऱรԫं۩೯ઔߒΕഏรԲंऱඒஃઔ ߒΕᖾՕܓࠅรԿंऱޅܒ۩೯ઔߒ৵ΰGrundy, 1997; Zeichner & Noiffke, 2001αΔ
Grundy ΰ1997: 141α٦༿قรंऱ۩೯ઔߒΔᎁᚨছ៓ࢤچ֘ઊψ۩೯ઔߒ
ല۶ωΖຍᑌऱ৸ەΔ֧ದৰՕऱڃᚨΔڕભഏ۩೯ઔߒଠᖄृ Susan Noffke ΰ1997αঁીԺ࣍ൕषᄎՠ࿓ऱᨠរឭڃ۩೯ઔߒऱاࢤᓵسګࡉኙ ᇩऱࢤΖKemmisΰ2002α່२։࣫ࠡ۩೯ઔߒழΔՈᎅࣔהଚࢬ്ऱޅܒ۩
೯ઔߒբၞԵᄅऱၸΖรԫၸऱ۩೯ઔߒΔڱڇ৬مޅܒषᆢΰcritical
community αΔኔᔌृڇהଚ۞աऱൣቼխԫದՠ܂Δ࡚֨Ժ࣍ᛵᇞ٥ٵऱംᠲ
ࡉٽऱ܂ެࡳΖรԲၸऱ۩೯ઔߒΔլ٦ૻ࣍چࢨࢤΔۖૹီ։ࠆ ދԵऱᄮຏ۩೯ΰcommunicative actionαΔਢ૿ኙ૿յ೯ऱቸ᧯Δ܀ፖऱᄮຏ
սਢփڇ࣍ࢬ᥆ऱቸ᧯ΖۖڇรԿၸऱ۩೯ઔߒΔঞޓࠠၲ࣋ੌ೯ࢤΔ א܂ԫଡψ۞ݺ৬ዌऱֆ٥Ꮖωΰself-constituting public sphereαΔፖᓰ࿓ֱ
ூऱ۩೯ઔߒृΔլਢދԵԫࡳऱ۩೯Δޓൕઔߒխᛧޓࠠᇞ࣋ऱီ
ມΔᣂᜤࠩԫଡޓᐖऱषᄎ։ࠆመ࿓խΖ
Grundy ΕNoffke ࢨ Kemmis ࢬ٥ٵൎᓳऱΔਢᓰ࿓۩೯խऱኔᔌᇞլਢ࿓
ݧࢤऱݾࢨփ୲ᙇᖗิ៣مߠऱפயۖբΔۖਢലԳᣊسխ৬مऱኔᔌୃ
ᖂΔ࣋ڇԫଡ٥ٵऱ़ၴխΔڶᖲᄎࡉषᄎխऱࠡהԳ٥ٵಘᓵΕኙᇩΕᖿᛯΔ ൕᓵխΔૹᄅᛀᢞᓰ࿓ऱवᢝ᧯ߓΖהଚऱᨠរΔՈࡅᚨԱ Cochran-Smith ࡉ
Lytle ΰ1993αऱ്Δ۩೯ઔߒ܂वᢝጠऱֱڤΔൕᓰ࿓ኔᔌઔߒխขسऱ
वᢝլႛڶܗ࣍ඒஃᛵᇞ۞աऱറᄐΔ৬مवᢝΰlocal knowledgeαΙޓڶܗ
࣍৬مषᆢवᢝࡉݮګֆ٥वᢝΰpublic knowledgeαΖٍܛΔ۩೯ઔߒᚨڶܗ࣍
ᛀီΕᇭᤩᓰ࿓ኔᔌڕ۶৬ዌΕኔ۩Εࡉ᧢ຏΔࠀ֗ࠡڇࡳ֮֏֗ᖲዌऱ౧
Հ࿇୶ᄅऱᄗ࢚ዌΔኙᓰ࿓ᄅ༼נޓၞԫޡଖ൶ߒऱംᠲΔૹᄅࡳᆠवᢝ ࠀᓳᖞवᢝഗ៕ऱྡྷរΖ
ངߢհΔᓰ࿓۩೯ઔߒਢኔᔌृڇٺጟ৸ᐞխΔ۞աঅԫរޅܒऱ၏ᠦ
ΰcritical distanceαΔಯԫޡ܂ᓵऱ࿇୶Δګԫጟψֆၲऱݮڤωΰຫ༡߶Δ 1998 αΔאᨠ۞աऱ۩೯Ζຍᑌൕ۩೯ઔߒ്ऱᓵΔലհጠᓵ֏
ΰtheorizingαΔऱؾऱլਢڇᎅࣚࠡהऱԳආ࠷ઌٵऱ۩೯Δۖਢ༿ױ౨ऱ
ംᠲΕᑢ堚ጊᆠΔאᛵᇞኔᔌࢬขسऱრᆠΰEikeland, 2002: 152αΖՈڂڼΔᓰ࿓
ኔᔌᓵ֏ਢլٵ࣍ᙩኪऱᓵΰtheoryαΚ،ਢլឰسګ֏ߛऱΔਢױאআၞ
೯٦ᖂऱ೯ԺΔՈױא܂ᣤയऱᛀྒྷΖ
ʙăїࠂՀಪ͎ڟുဂቺ୩ባ˽ސ˚ᔞΡЙ˽ՉڟĂծ
ۨᏗဘڟశத୩ባ!
۩೯ઔߒ܂ඒஃवᢝጠΔࠡࢬጠऱܛਢᓰ࿓ኔᔌխࢬسګऱᓵ ΰFriedman, 2002: 159αΖ،ਢԫ೯ဲۖॺԫଡټဲΔຑԱޢ֚ऱسᆖ᧭Δਢ լឰዝ֏ࡉ࿇୶ऱመ࿓ΔངߢհΔ۩೯ઔߒࢬขऱवᢝਢᑉழऱΕ༛ᛩऱΕᤉᥛ ऱΰᑛشسΔ1994Κ4αΔ،֧ᖄԱᄅऱ۩೯ΔՈ֧࿇໌ທवᢝऱ౨ԺΖڕ࣠٦ڃ
ࠩ Lewin ऱ۩೯ઔߒΔהऱઔߒਢڇటኔऱضມቼխၞ۩ऱΔݦඨኔ᧭ऱ࣠
౨ᛀᢞᓵᓵՈױא֘መࠐᐙኔᔌΔڂڼ۩೯ઔߒխऱᓵࡉኔᔌਢઌյ ࠉژࢬ৬مऱᣂএࠃٙΰrelationship-building eventsαΔۖլਢԫऱᓵขࠃ
ٙΰsingle product eventαΰGustavsen, 2002αΖ। 2 խࢬقΔؐ᥏ऱԫขࠃٙΔ ܛڇᎅࣔᓰ࿓ᓵਢኔᔌृࢬᅃऱటΔᓰ࿓ኔᔌृ໌ᆜԫଡฃᜤᅩΔݮ ګԫଡ٥ٵऱૠΔڇᓵ֧ᖄऱٻڃ墅ࡉߓอՀΔ৬مದԫଡ٥ٵऱᨠរΔ אঁ౨ࡉࢬڶऱԳ։ࠆΖۖ׳᥏ऱᣂএ৬مࠃٙΔᓰ࿓ኔᔌृᎁवࠩᛩቼऱڍց ࢤΔᇢထᛵᇞژऱᓵࢨᨠរΔ࿇ൺլٵૠࢬݮګऱٌՐጻሁ᧯ߓΔאᛵᇞ լٵ۩೯ृࡉ۩೯ቸ᧯հၴڕ۶ಳޣ۞աऱᏁΔࠀ࠰ܗהԳಳޣהଚऱᏁΔ ڼܛᎅࣔᓰ࿓ኔᔌऱᓵ֏լڇ࿇ԫऱటΔࢨ໌ທ٥ٵऱᨠរࢨ്Ιۖ
ਢൕᛩቼڍցࢤխΔאژऱᨠរ܂ᆖ᧭ऱᇭᤩΔ܂ઌյ֭ऱᖯᑚΖ
ے 2 ʙ୰ܢձχ̅ᘰ۽ݚγձχ˞̨ྲྀ!
ʙ୰ܢձχ ᘰ۽ݚγձχ
࿇٥ٵᛩቼՀߓอऱ۩೯ֱڤ ᎁवࠩᛩቼڍցࢤࡉᛩቼࢤ
࿇ట ໌ທޓڍױאࡳࡉᇭᤩᆖ᧭ऱᑨ౨
໌ທԫଡ٥ٵऱᨠរ ᛵᇞژऱᨠរ
ݮګԫଡ٥ٵٵრऱૠ ൕլٵૠխ࿇ൺച۩ऱױ౨ࢤ
໌ᆜԫଡฃᜤᅩ ౨ٵழץ୲ޓڍૠऱٌՐጻሁ᧯ߓ
ิ៣ԫଡٻऱڃ墅ࡉᖂߓอ ᛵᇞլٵ۩೯ृࡉ۩೯ቸ᧯հၴڕ۶ऱլٵΔאಳޣ הଚ۞աऱᏁΔٵழ࠰ܗהԳಳޣהଚऱᏁ
໌ທԫଡԫऱ؎ীਚࠃאঁ౨ ࡉࢬڶऱԳ։ࠆ
໌ທڍցਚࠃऱၲ࣋ࢤΔױאࠌהԳאլٵֱڤၞ۩
ຑ
ၗٰྍǺGustavsenΰ2002: 22αΖ
ʠăുဂቺ୩ባ˽̾͟۴ϔደ!
ڂᓰ࿓ኔᔌऱسګࢤΔFriedmanΰ2002αՈᎁ۩೯ઔߒऱኔᔌڕ࣠
ᇞެംᠲΔ౨ጠՂਢஉᖂᑓڤΰጠᑓڤ IΙmodel Iαऱ۩೯ઔߒΙۖ
הא Argyris ࡉ Schönΰ1991αऱᨠរΔ༼נኔᔌऱᓵ֏ᚨਢױאআၞ٦ᖂऱ ᠨஉᑓڤΰጠᑓڤ IIΙModel IIαΔؾऱڇൎ֏ڶயᇷறΔ܂Հԫଡ۩೯ऱࠉ ᖕΖٍܛΔᓰ࿓۩೯ઔߒխࢬ༼נऱᓵګᠨஉᖂΰdouble-loop learningαऱ ኙᇩຜஉΔຘመᝅඝ༛ᛩऱᖵ࿓Δլឰၞ۩టऱ൶ޣΔឈྥྤࢬᘯ່ึΕ່ભ ऱటΔ܀ڇᇞዌΕ৬ዌΕ٦ᇞዌΕ٦৬ዌऱ༛ᛩᢞᖵ࿓խΔױࠌፖृᛧ
լٵ࿓৫ऱტ࠹ፖᤛ࿇Δᣂࣹࠩ۩ዌխऱ֮֏ࢤΰSomekh & Thaler, 1997 αΔലొऱٌյ܂ش༼ࣙࠀ᠏֏ፖΕᄮຏ֗ٵᇞऱመ࿓Δឩ୶ኙᓰ
࿓ኔᔌ֮֏ࢤऱᤚኘΔ໌ທԫଡᄅऱ৸ە़ၴΰጉᖠᥞΔ1995ΙJennings & Graham, 1996 αΔᝩ܍ᆵԵኙᏝଖࡉઌኙᆠխΰFriedman, 2002: 163αΖ
ʭăുဂቺណᔈ୩ባ˽֧̾͟ᙒઝڟᐮഁ!
ݾࢤᨠរऱᓰ࿓۩೯ઔߒृΔൄൄᄎኙ۞աऱઔߒ౨ܡהԳऴ൷ᚨ
شΔۖኙઔߒᏝଖ֨ژᔆጊΰࣥࠕⱍΔ2002aαΔᑨژ࣍הଚ֨խऱਢΔലᓵီ
٥ᖑऱᓵΰespoused theoriesαΰFriedman, 2002: 161αΖࢬᘯ٥ᖑᓵਢױא ຘመԫࠄֱڤףאᛀྒྷऱΚڕऴ൷ംኔᔌृהଚڇᗑऱൣቼՀუչᏖאሒ ګױऱ࣠ΙՈױאᓮהଚൕኔڇऱൣቼՀࢨߡۥފዝΕُயխ༼נהଚऱ
ᓵΙࢨृਢᨠኘהଚᒔኔऱ۩ࡉኔᎾऱ࣠Ζڕ࣠۩೯ृנॺრቹխऱ۩೯ ࢨ࣠ழΔݺଚᄎᎅຍԫଡ٥ᖑᓵ༉ਢψآᛧᒔᎁωΰdisconfirmedαΔڂڼؘႊ
ބ༈ࠡהऱᇷறא܂ޓڶயऱᇞᤩΖ
ྥۖΔ۩೯ઔߒࢬ༼נऱᓰ࿓ኔᔌਢࠌشᓵΰtheories-in-useαΰFriedman, 2002: 161 αΔਢवᢝऱ۩೯᧯ΰknowledge in action αΰጉᖠᥞΔ1995Κ305αΔ ਢൕᨠኘ۩խංዝࠐऱΔຘመᇬംܑԳኙ۞աऱط֏հ֘ઊխኙംᠲ܂ڍ ցᇭᤩΔڂڼڶٚ۶ԫଡጠਢ່ึऱवᢝΖۖ،ऱᛀྒྷֱڤױאຘመංዝၸ ඪΰladder of inferenceαࢨܡᢞᓵऱᨠរࠐףאၞ۩ऱΰFriedman, 2002αΖࢬᘯං
ዝၸඪΔԳኙኔ᧯ऱრွਢൕᨠኘࠩऱွխࢬ܂ऱԫߓ٨ංዝΙ৬ዌऱመ
࿓ਢൕၸඪࢍᐋΔܛ່ࠠ᧯ऱױऴ൷ᨠኘᇷறࡉຍࠄᇷறऱ֮ᇭᤩΔດዬݮګ Ղᐋለࢼွऱᄗ࢚Δ່৵ݮګᓵΖڕ࣠ڶԳլٵრኙਬԫࠃٙऱრᆠΔ߷ױא ฝၸඪՀԫᐋಳΔ࿇ᇭᤩऱᄭᙰΔᛵᇞ۶אڶլٵऱऄΖՈױאൕऴ൷ ᨠኘࠩऱᇷறխ֘ം۞աਢڕ۶ᇭᤩऱΖᛀྒྷऱؾऱࠀլڇބࠩψࠃኔω ΰfactsαΔ
ۖਢലࢼွऱᇭᤩᖄٻޓࠠ᧯ऱᇭᤩΔڇڼመ࿓խΔՈլؘঅᢞՕ୮ຟٵრڶԫ ଡإᒔऱᇭᤩΖ
Popper ΰ1959αऱܡᢞᨠΰfalsifiabilityαΔՈױشאᛀᢞኔᔌᓵ֏ࢬݮګऱ
वᢝΰFriedman, 2002αΔԳᣊኙᓰ࿓ࢬڶवᢝਢׂ૿ऱࡉॺኙऱΖᓵڇ ኔᔌխຟլਢኙᢞኔऱΔױ౨ᑉழψآᛧᒔᎁωΔڂڼٚ۶वᢝຟਢױאၲ࣋
ᢞࣔᎄऱΔՈڂڼױא֧נኔᔌृൎ௺ऱ೯ᖲאބ༈ޓڍऱᇷறΖڇႚอऱઔ ߒխΔࠡᣤ᠃ࢤਢ堚ᄑࡳऱΙ܀ڇ۩೯ઔߒխΔᓰ࿓ኔᔌवᢝऱᣤ᠃ࢤਢၲ࣋
ᑨڇऱױ౨ᒵࡉᇞᤩΖڂڼΔڇᓰ࿓ኔᔌխ࿇լٵऱױ౨Δֺᛧԫી
ࡳऱ࣠ࠐૹΖطڼᨠհΔᓰ࿓۩೯ઔߒृൕᓰ࿓ኔᔌխ৬مऱᨠរࡉ്Δ
ট࣍༼נᓵ֏ऱጠΔڕڼֱױ၌။ᓰ࿓ขࢨֱऄᚨشΔ༼ࣙኙᓰ࿓რᆠ
ऱᇞΖ
ౙăඕ! ኢ
۞ඔ፞ሎ೯אࠐΔઝᖂऱၞ୶ԫֲՏߺΔԳଚܓشՠࠠࢤᇢቹބ༈سխ ऱࡳΙۖᓰ࿓ઔߒՈᙅ༛ڼԫႚอΔીԺ࣍ಳޣᣤऱ৳ঞΖ܀ݺଚՈ࿇Δ ឈྥՠࠠࢤᣤ᠃ऱઝᖂࡳګפچᓤ፹ԱسࡎΔ܀থྤ౨ࠡࢬ֧࿇ऱسࡎ ᏝଖംᠲΙݺଚױא៶ထ壄ၞऱࣳᕴΔڇᖏञխᛧᖏΔথྤ౨ᖏञխױᐧ
ྤܗऱؔ࿙ΙᅝݺଚထԺ࣍ڕ۶൳ࠫ SARS ൣழΔ່ᣄ૿ኙऱথਢሐᐚऱᤜᠲΖ ছृऱᘋᔊڇ࣍ݾऱ࿇୶Δۖ৵ृਢᖞ᧯ԳᣊऱᣂᡖΖઌٵچΔԱ܌ࣚመװ ࡐထ࣍ݾࢤऱᨠរΔല۩೯ઔߒီऴᒵֱऄᚨشࡉ࣠ऱขנΔ࢙ฃᓰ࿓
ኔᔌࢬژڇऱ೯ኪ֗ᓤᠧءᔆΔݺଚؘႊኘᤚࠩΔᅝຍࠄषᄎᤜᠲܧڇᖂீᓰ
࿓խΔ᜔ਢ۴ᙟထሐᐚΕൣტΕტᤚΖڂڼΔء֮ᎁೈԱല۩೯ઔߒᅝ܂ݾ
Ղऱ࿓ݧ؆ΔՈױאൕޅܒᓵΕߓอ৸ەࡉᓤᠧᓵΔᇢထ܂ԫᎁᢝᓵऱ᠏ٻΔ אᓰ࿓ᓵࡉኔᔌऱᣂএΔᛵᇞᓰ࿓ኔᔌխࢬژڇऱᏝଖΖ
ᓰ࿓ኔᔌਢଡԳࡉषᄎΕᨠࡉড়ᨠၴٺጟයٌٙ៣ۖݮګऱᣂএΔਢൕڇ რٻխլឰچၞ۩֘ઊΕኙᇩ։࣫ขسᄅऱီມΕᄅऱᤚᙌΔ۞աऱᓰ࿓റᄐ ࢬ৬مऱسୃᖂΖڂڼΔ۩೯ઔߒࢬᣂ֨ऱᓰ࿓ኔᔌΔլਢݾࢤऱ۩೯Ι ઌ֘چΔਢڇᖂீ೯խല۩೯რᆠ֏ऱመ࿓Ζࢭ Lewin ऱႚอΔ۩೯ઔߒଈ ٣ڇᇞެംᠲΔࠡڻൕመ࿓խขسवᢝΔਢլឰψ۩೯֘ઊ۩೯ωऱᖵ࿓Δ ࠌኔᔌऱ৫၌။।૿ऱംᠲΖڂڼ܂ԫଡ᧢ऱ౨೯ृΔኔᔌृڇ૿ኙᠧ ऱᓰ࿓ኔᔌழΔՈᏁࠠໂլٵऱवᢝΚאפ౨ࢤवᢝᛵᇞᓰ࿓࣠Ιאᇭᤩࢤव ᢝᇞᓰ࿓ऱᖞ᧯ࢤΙאᣂএवᢝࠌኔᔌृګᓰ࿓षᆢհԫຝ։ۖլીࡰم࣍
षᄎհ؆Ιא֘ઊवᢝ၌။ࡳംᠲۖޓڶߓอچট࣍ડధΕൕࠃޏ᧢Ζ່৵Δ ء֮ᎁᓰ࿓۩೯ઔߒܛڇቔᚐኔᔌृ۞աঅԫរߡۥ၏ᠦΔא౨ޓᐋچ
༿ױ౨ऱംᠲΔലᓰ࿓ኔᔌխࢬ৬مऱسኔᔌୃᖂΔᆜ࣋ڇԫଡ٥ٵऱ़ၴΔ
ፖࠡהԳಘᓵኙᇩΔ៶אૹᄅᛀᢞᓰ࿓ऱवᢝ᧯ߓΔឩ୶ኙᓰ࿓ኔᔌ֮֏ࢤऱ
ᖞ᧯ᤚኘΖ
ણ҂͛ᚥ
ࣥسႚΰ2000αΖᄅધඒஃ۩೯ઔߒऱࡳۯፖኔᔌᖲฃΖҳଽৱጒσᏰఀىᏰفఀ
ىᏰѐȂ27Δ1-31Ζ
ࣥࠕⱍΰ2002aαΖ۩೯ઔߒڇᓰ࿓࿇୶խऱ࢚ፖኔᔌΖ፞แᇄఀᏰ۟ѐȂ6ΰ2αΔ81-96Ζ
ࣥࠕⱍΰ2002bΔ12 ִαΖ፞แଢ଼ंـϛޟఀৱُՓΖᓵ֮࿇।࣍ଉཽඒߛઔߒᖂᄎᜰᙄ հψ2002 ڣഏᎾઔಘᄎωΖଉཽΚխ֮ՕᖂΖ
ຫ༡߶ΰ1998αΖఀىଢ଼ंـΖፕקΚஃՕΖ
ຫጘ壁ΰ2002αΖҳᇃѕৱᄂωȶҡࣀ፞แȷϞᏰਮҏ՝፞แีȃᄂࢊᇄຟᠦϞଢ଼
ंـΖ91 ڣඒߛຝխຝᙃֆᇖܗ۩೯ઔߒૠΖፕקؑΚഏمፕקஃೃॵ᥆ഏا՛
ᖂΖ
ጉᖠᥞΰ1995αΖٽ܂۩೯ઔߒ—ၞ۩ඒߛઔߒऱԫጟֱڤΖოဎৱጒᏰᏰൢȂ:Δ 297-318Ζ
ᓐ堚ضΰ2000αΖఀىଢ଼ंـΖፕקΚնতΖ
ᑛشسΰ1994αΖ༼ࣙඒஃ۩೯ઔߒ౨ԺΖंಬၥଉȂ22ΰ2αΔ1-6Ζ
ᙩΰ1999αΖᖂீءۯᓰ࿓ऱ۩೯ઔߒ—קஃኔ՛ᆖ᧭Ζሉ࣍ഏمፕࣟஃᒤᖂೃᜰᙄհ ĶʙʞʞʞїࠂՀķഏᎾᖂઔಘᄎ—խ՛ᖂᓵ֮ႃΰՀםαΰ 299-312αΔፕࣟ
ᗼΖ
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